DOCSLIB.ORG

The American Connection Unit 6

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The American Connection Unit 6 The American Connection Unit 6 Remember The Alamo TEACHER’S BOOK CONTENTS PAGE Curriculum 2 How “Remember the Alamo” links to the Key Stage 3 curriculum requirements Background Notes 4 The historical background to the story of the Siege at the Alamo Answer Sheets 12 Assessment Sheets 15 TEACHER Unit 6 : Remember the Alamo NOTES This unit of work on the Siege at the Alamo gives pupils the opportunity to : • Hear the story of the heroes of the Alamo • Practise research skills • Use imagination to write a diary entry • Find out about Scots-Irish hero Davy Crockett • Listen to a folk song of the event • Discuss a social issue • Learn to ‘read’ and analyse a media text • Review a film • Create their own advertisement • Listen to and write a rap KEY STAGE 3 CURRICULUM The activities in this unit would fit into work on aspects of the General Learning Areas of English including Media Education and Drama; Environment and Society including Geography and History; the Arts Music strand and also link into aspects of Citizenship. The unit provides opportunities to teach, practise and assess some of the following skills and capabilities: • Critical and Creative Thinking Skills—creativity; managing information; problem solving/decision making • Personal and Interpersonal Skills—self management, working with others • Communication • ICT Aim and Objectives of TEACHER the NI Curriculum NOTES Aim The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible choices and decisions throughout life. Curriculum Objectives The Northern Ireland Curriculum should provide learning opportunities for each young person to develop as: 1. An individual 2. A contributor to society; and 3. A contributor to the economy and the environment Work in this unit ‘’Remember the Alamo” provides opportunities for pupils to : As an individual • Be aware of their creative potential (personal understanding) • Respect and cooperate with others (mutual understanding) • Be reliable and committed to tasks (moral character) As a contributor to society • Recognise the interdependence of people (citizenship) • Negotiate and compromise (citizenship) • Recognise the richness and diversity of cultural influences in contemporary society (cultural understanding) • Be critically aware of the range of print sound, moving image and graphic media (media awareness) Learning Experiences • Challenging and engaging • Linked to other curriculum areas • Media rich • Skills integrated • Active and hands on • Offers choice • Varied to suit learning styles • On-going reflection The American Connection BACKGROUND NOTES An Introduction The links between the United States of America and Ireland are well-known with many major American cities choosing to celebrate St Patrick’s Day. It is estimated that there are some 44 million people in the United States today who claim to be of Irish extraction. What is not so well-known is that over 50% of Americans with Irish roots are the descendents of Scots-Irish Presbyterians who settled the eastern states and then moved westwards in the 18th century. This unit of work lets pupils look a seminal and iconic incident in early American history closely associated with the Scotch-Irish. It traces the events of the siege and provides opportunities to work independently or in a guided fashion to learn more. There are 9 individual units of work within ‘The American Connection’. Within each there are multiple tasks for the pupils to complete. The seven units are: • On Eagle Wing • The Journey • In the New World • The Ulster-Scots and the American War of Independence • The Lewis and Clark Expedition • Remember the Alamo • Presidential Connections • Famous Scotch-Irish Americans • Bringin it a tigether There is also additional material provided on some trails and visits which schools might wish to undertake to develop work on this theme. Each unit includes work for one or more of the Key Stage 3 Curriculum Areas. The units can be used as stand-alone activities although they follow on from each other and working through the entire set would give a wider appreciation of the involvement of Ulster-Scots emigrants and their descendents in the shaping of the United States of America. It is not necessary for every pupil to complete every task within a unit. Tasks are set to suit different Learning Styles so it would be useful for pupils to complete the Learning Styles Quiz (Appendix 1) before beginning so that they have some understanding of which tasks will suit them best. Pupils should be encouraged to choose a variety of different types of tasks not just their preferred learning style. There are also tasks to develop Communication and ICT skills in line with the CCEA revised Key Stage 3 Curriculum. The American Connection’ Teachers’ Notes with background and additional information are provided along with some useful website addresses. Where appropriate Answer Sheets e.g. President Word Search are included. The Curriculum Areas, Skills and Learning Styles are identified for each task and appropriate assessment opportunities have been included and assessment criteria provided. BACKGROUND Who are the Ulster Scots? NOTES You have probably heard the term ‘Ulster-Scots’ before but you may not be exactly sure what it means or to whom it refers. It applies to those people in the province of Ulster (the nine counties including Donegal, Monaghan and Cavan) who can trace their roots back to Scottish settlers in the north of Ireland. From earliest times there has always been movement across the Irish Sea between Ireland and Scotland. At its closest point the distance between the two countries is only 15 miles. At a time when transport by land was often slow, cumbersome and dangerous the short trip across the water by boat was a better option especially for trade. Farmers regularly brought goods and livestock across to sell in the north of Ireland. From 1607 King James I (James VI of Scotland) established the policy of the Plantation of Ulster. Within 30 years approximately 100,000 Scots and 20,000 English had made the move and settled in Ulster. A rebellion by the native Irish population in 1641 which resulted in mass killings of settlers slowed the flow of movement across the Irish Sea for a time but by 1672 the settlers were present in such large numbers that they had established a stronghold. Inward movement from Scotland continued. It is estimated that about 50,000 Scots settled in the years immediately after the Battle of the Boyne in 1690. As is easy to understand due to their proximity to Ayrshire, it was the counties of Antrim and Down which became home to most Scots, although there were significant numbers in Tyrone and Donegal too at the beginning of the Plantation. The English settlers tended to congregate in Armagh and Fermanagh while Londonderry and Cavan had settlers from both countries. Monaghan really only had one settlement known as Scotstown. Again, looking at a map, it is not too surprising that the areas of Scotland from which most settlers came were those near Ulster. Dumfries and Galloway, Ayrshire, Renfrewshire, Argyllshire and Lanarkshire, Edinburgh, the Lothians and Berwickshire. A small number came from further north around Aberdeen and Inverness. Ulster then in the 17th century had a majority Protestant (and mainly Presbyterian) population. The Ulster-Scots as they came to be known were engaged in trade and farming and are especially associated with the linen and wool manufacturing industries. However, due to English self-interest leading to a ban on the export of Irish products, and the Test Acts not only discriminating against their non-conformist beliefs but denying them public office, problems with land tenure with many small farmers being charged exorbitant rents or being forced off the land and finally a series of bad harvests resulting in famine in 1740-1, many of the Ulster-Scots made the move onward to America. It is their story which the students are studying in this unit of work. BACKGROUND The American Connection NOTES During the eighteenth century, it is estimated that approximately a quarter of a million people left the north of Ireland and set sail for the shores of America. Most of them came from among the Scottish Presbyterians whose ancestors had themselves moved to Ulster during the years of the Plantation. This is the largest number of people from any group to leave the British Isles and move to North America in the eighteenth century. The year 1717 marks the beginning of this mass emigration of Ulster-Scots to the American colonies. By 1775 the original emigrants and their dependents made up 15% of the non-Indian Americans in the colony, and a much higher proportion in particular states like Virginia, Tennessee and Kentucky. They formed, after the English, the most influential section of the white population. Ulster Scots emigration continued into the 19th century although greater numbers of Irish Catholics were emigrating by this time. Today it is estimated that between 25 and 27 million people in the United States of America can trace their ancestry back to Ulster-Scots or, as it is often called in the USA, Scots-Irish (Scotch-Irish) roots. The terms ’Scottish-Irish’, ’Scots-Irish’ and ’Irish-Scots’ had been used in Elizabethan times to describe the Scottish inhabitants of parts of Ulster. As early as 1573 Queen Elizabeth used the expression ’Scotch-Irish’ in a Letters Patent. ‘Scotch-Irish’ was first used by Americans in 1695 to refer to the newcomers in Maryland and it is often used by historians to differentiate the Presbyterian migrants from the later Irish Catholic migrants of the nineteenth century. Nowadays most British historians use the term ‘Ulster-Scot’. The first impetus to emigrate to the New World from Ulster appears to have evolved from a desire to “spread the gospel”.
Load more

Recommended publications
  • CONGRESSIONAL RECORD— Extensions of Remarks E1463 HON
    October 26, 2018 CONGRESSIONAL RECORD — Extensions of Remarks E1463 years of friendship and support. She has been to her current role as Director of Public Health breadth and depth of knowledge. She has a kindred spirit since we first met—she is Nursing at the Yolo County Health and Human taken it upon herself to share her insight by more than a friend, she is family. I am grateful Services Agency, her goal has always been to sitting on various panels whenever the oppor- every day that she is always in my corner. improve the health and quality of life of fami- tunity arises. Ms. Frasier is also active in local Today, as she marks the end of one career lies in her community. Ms . Sutton fulfills many and state-wide organizations. She is a past and looks ahead to new opportunities, I am roles, lending her time and expertise to the President and current Board Member of So- honored to stand and express my deepest Maternal, Child and Adolescent Health Pro- roptimist International of Napa and the Bay thanks to Lyn Caliendo for her many invalu- gram, the Yolo County Infectious Disease Pro- Area Chair for the California Association of able contributions to our community. I wish her grams, the Yolo County Help Me Grow Lead- County Treasurers and Tax Collectors. She is many more years of health and happiness as ership Team, the Child Abuse Prevention a member of the California Associations of she embarks on this new chapter. Council, the Programs Benefitting Children Country Treasurers and Tax Collectors and in- f Workgroup, Resilient Yolo, the American Col- volved with the Government Investment Offi- lege of OB/GYNs Maternal Mental Health Ex- cers Association and California Municipal CONGRATULATING LTC(RET) NICH- pert Workgroup, and the Yolo County Maternal Treasurers Association.
    [Show full text]
  • Cora Carleton) Papers, 1862-1958
    Texas A&M University-San Antonio Digital Commons @ Texas A&M University-San Antonio Finding Aids: Guides to the Collection Archives & Special Collections 2020 Glassford (Cora Carleton) Papers, 1862-1958 DRT Collection at Texas A&M University-San Antonio Follow this and additional works at: https://digitalcommons.tamusa.edu/findingaids Cora Carleton Glassford Papers, 1862-1958 Descriptive Summary Creator: Glassford, Cora Carleton (1886-1958) Title: Cora Carleton Glassford Papers Dates: 1862-1958 Creator Cora Carleton Glassford was active in a number of organizations, Abstract: including the Daughters of the Republic of Texas, and devoted her time to writing fiction, historical articles, and biographical works, much of it based on personal experience. Content Consisting of manuscripts, research material, and some personal Abstract: material, the Cora Carleton Glassford papers reflect a lifelong interest in history and family. Identification: Col 892 Extent: 17 document boxes, 2 oversize boxes Language: Materials are in English Repository: DRT Collection at Texas A&M University-San Antonio Biographical Note Born on the campus of Texas A&M College in 1886, Cora Arthur Carleton was the first child of career Army officer Guy Carleton and his wife Cora. Accompanying her family to most of the postings of her father's military career, she spent her childhood in Arizona, New Mexico, Minnesota, Kansas, Texas, the Philippines and China. Her military association would continue in adulthood, when she met and married another Army officer, Pelham Davis Glassford (1883-1959) while at Fort Riley, Kansas. Her travels also continued as she accompanied her husband to assignments at the U.S. Military Academy, Hawaii, Texas, Kansas and Washington, D.C.
    [Show full text]
  • Free Land Attracted Many Colonists to Texas in 1840S 3-29-92 “No Quitting Sense” We Claim Is Typically Texas
    “Between the Creeks” Gwen Pettit This is a compilation of weekly newspaper columns on local history written by Gwen Pettit during 1986-1992 for the Allen Leader and the Allen American in Allen, Texas. Most of these articles were initially written and published, then run again later with changes and additions made. I compiled these articles from the Allen American on microfilm at the Allen Public Library and from the Allen Leader newspapers provided by Mike Williams. Then, I typed them into the computer and indexed them in 2006-07. Lois Curtis and then Rick Mann, Managing Editor of the Allen American gave permission for them to be reprinted on April 30, 2007, [email protected]. Please, contact me to obtain a free copy on a CD. I have given a copy of this to the Allen Public Library, the Harrington Library in Plano, the McKinney Library, the Allen Independent School District and the Lovejoy School District. Tom Keener of the Allen Heritage Guild has better copies of all these photographs and is currently working on an Allen history book. Keener offices at the Allen Public Library. Gwen was a longtime Allen resident with an avid interest in this area’s history. Some of her sources were: Pioneering in North Texas by Capt. Roy and Helen Hall, The History of Collin County by Stambaugh & Stambaugh, The Brown Papers by George Pearis Brown, The Peters Colony of Texas by Seymour V. Conner, Collin County census & tax records and verbal history from local long-time residents of the county. She does not document all of her sources.
    [Show full text]
  • The Scotch-Irish in America. ' by Samuel, Swett Green
    32 American Antiquarian Society. [April, THE SCOTCH-IRISH IN AMERICA. ' BY SAMUEL, SWETT GREEN. A TRIBUTE is due from the Puritan to the Scotch-Irishman,"-' and it is becoming in this Society, which has its headquar- ters in the heart of New England, to render that tribute. The story of the Scotsmen who swarmed across the nar- row body of water which separates Scotland from Ireland, in the seventeenth century, and who came to America in the eighteenth century, in large numbers, is of perennial inter- est. For hundreds of years before the beginning of the seventeenth centurj' the Scot had been going forth con- tinually over Europe in search of adventure and gain. A!IS a rule, says one who knows him \yell, " he turned his steps where fighting was to be had, and the pay for killing was reasonably good." ^ The English wars had made his coun- trymen poor, but they had also made them a nation of soldiers. Remember the "Scotch Archers" and the "Scotch (juardsmen " of France, and the delightful story of Quentin Durward, by Sir Walter Scott. Call to mind the " Scots Brigade," which dealt such hard blows in the contest in Holland with the splendid Spanish infantry which Parma and Spinola led, and recall the pikemen of the great Gustavus. The Scots were in the vanguard of many 'For iickiiowledgments regarding the sources of information contained in this paper, not made in footnotes, read the Bibliographical note at its end. ¡' 2 The Seotch-líiáh, as I understand the meaning of the lerm, are Scotchmen who emigrated to Ireland and such descendants of these emigrants as had not through intermarriage with the Irish proper, or others, lost their Scotch char- acteristics.
    [Show full text]
  • These Are the Names for People Living in Every State
    These Are the Names for People Living in Every State bestlifeonline.com/names-for-state-residents By Matt Alderton November 8, 2019 November 8, 2019 Chances are you know most names for state residents: People who live in California are Californians, people who live in New York are New Yorkers, and people who live in Pennsylvania are—that's right—Pennsylvanians. Not every demonym is so straightforward, however. In some states, the nomenclature is gnarly and the parlance perilous. Just try calling someone who resides in Indiana an Indianian, for example. Trust us, it's a mistake you won't make twice. Whether you're a resident, a visitor, or you're just passing through, here's what you should—and shouldn't—call the folks who live in every U.S. state. 1 Alabama 1/51 Shutterstock In Alabama, you can get away with calling people Alabamans or Alabamians, but the latter is preferred. Because college football is religion in the state, you might also hear people called—sometimes dotingly, often disparagingly—Bammers, Barners or Blazers for their allegiance to the University of Alabama, Auburn University, and the University of Alabama at Birmingham, respectively. 2 Alaska 2/51 Shutterstock If you find yourself in Alaska, you can call the people you meet Alaskans. You should also be aware, however, that Alaska is home to many native peoples who wish to be called by their indigenous names—for example, Inuk (singular) and Inuit (plural). Whatever you do, don't call natives Eskimos; although some people are fine with the term, many consider it to be offensive.
    [Show full text]
  • To Plant and Improve: Justifying the Consolidation of Tudor and Stuart Rule in Ireland, 1509 to 1625
    To Plant and Improve: Justifying the Consolidation of Tudor and Stuart Rule in Ireland, 1509 to 1625 Samantha Watson A thesis in fulfilment of the requirements for the degree of Doctor of Philosophy School of Humanities and Languages Faculty of Arts and Social Sciences September 2014 THE UNIVERSITY OF NEW SOUTH WALES Thesis/Dissertation Sheet Surname or Family name: Watson First name: Samantha Other name/s: Abbreviation for degree as given in the University calendar: PhD School: School of Humanities and Languages Faculty: Faculty of Arts and Social Sciences Title: To plant and improve: justifying the consolidation of Tudor and Stuart rule in Ireland, 1509 to 1625. Abstract 350 words maximum: (PLEASE TYPE) This thesis aims to examine the ideologies employed in justifying English conquest and plantation of Ireland between 1509 and 1625. It adopts the methodology of a contextualist intellectual history, which situates the sources within the intellectual and material world, and in relation to the publically approved paradigms, available to the authors. The thesis encompasses a range of source material - correspondence, policy papers and published tracts - from major and minor figures in government and undertakers of colonisation schemes. The source material will be examined with respect to the major upheavals in intellectual culture in late medieval and early modern England and, in particular, the impact of major pan- European movements, the Protestant Reformation and the Renaissance. Focussing on the ethics associated with the spread of Renaissance humanism and Calvinist Protestantism, it explores socio-political ideas in England and examines the ways that these ideas were expressed in relation to Ireland.
    [Show full text]
  • The American Connection Unit 6
    The American Connection Unit 6 Remember The Alamo PUPIL WORKBOOK Signposts In this unit you will: • Hear the story of the heroes of the Alamo • Practise your research skills • Use your imagination to write a diary entry • Find out about Scots-Irish hero Davy Crockett • Listen to a folk song of the event • Discuss a social issue • Learn to ‘read’ and analyse a media text • Review a film • Create your own advertisement • Listen to and write a rap What Happened At The Alamo This is your chance to do some independent research. By the end of your project you will need to know • What happened before the Siege of the Alamo • What happened during the siege • What happened after the siege was over • When it all happened • Who was there at the siege (on both sides) • Why this event was important SPECULATE Why do you think the story of the Alamo has passed into folklore and is still remembered today? Task When you have gathered all your information you must present it for others. This could take the form of :- • A wall display • A talk to the class • A PowerPoint presentation • A feature for a radio programme • An excerpt from a TV documentary • A cartoon strip version of the events • An eye-witness account (oral/taped or written) Website to get you started: www.thealamo.org The Alamo Where Was The Alamo? • Look at a map of the U.S.A. either in an atlas or on the Internet • Find the state of Texas. • Now find San Antonio This was the site of the Alamo and you can still find the building there today.
    [Show full text]
  • Rt Proof Republic of Texas NOT Annexed EB 12-02-07
    The Texas republic The Texas republic National Standard 2006 Admiralty flag 2006 For; all Texian American Sovereigns living within one part or whole non-de jure counties that presently are non-chartered corporate counties located within the Texas republic Nation’s geographical jurisdiction and with a declared domicile located within one or part of one of 254 Texas counties or 25 New Mexico counties or 32 Colorado counties or 7 Oklahoma counties or 13 Kansas counties or 3 Wyoming Counties below the 42nd Parallel. Where did the UNITED STATES get its Constitutional authority for attempting the take over of the Texian People’s republic sovereign lands when international superior Treaty laws overrides US Constitutional law? • united States of America organic Constitution • ARTICLE VI, paragraph #2; “This Constitution, and the laws of the United States which shall be made in pursuance thereof; and all treaties made, or which shall be made, under the authority of the United States, shall be the supreme law of the land, and the judges in every state shall be bound thereby, anything in this constitution of laws of any state to the contrary notwithstanding.” Present day: TEXAS RULES OF CIVIL PROCEDURE; RULE 53; SPECIAL ACT OR LAW A pleading founded wholly or in part on any private or special act or law of this State or of the Republic of Texas need only recite the title thereof, the date of its approval, and set out in substance so much of such act or laws as may be pertinent to the cause of action or defense. In the year 1819 an international Treaty of Amity was officially signed by Spain and the United States for the first time setting the jurisdictional geographical boundaries between Spain and the United States.
    [Show full text]
  • Orange Alba: the Civil Religion of Loyalism in the Southwestern Lowlands of Scotland Since 1798
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 8-2010 Orange Alba: The Civil Religion of Loyalism in the Southwestern Lowlands of Scotland since 1798 Ronnie Michael Booker Jr. University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the European History Commons Recommended Citation Booker, Ronnie Michael Jr., "Orange Alba: The Civil Religion of Loyalism in the Southwestern Lowlands of Scotland since 1798. " PhD diss., University of Tennessee, 2010. https://trace.tennessee.edu/utk_graddiss/777 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Ronnie Michael Booker Jr. entitled "Orange Alba: The Civil Religion of Loyalism in the Southwestern Lowlands of Scotland since 1798." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in History. John Bohstedt, Major Professor We have read this dissertation and recommend its acceptance: Vejas Liulevicius, Lynn Sacco, Daniel Magilow Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the Graduate Council: I am submitting herewith a thesis written by R.
    [Show full text]
  • Download 27 March Agenda
    ARDS AND NORTH DOWN BOROUGH COUNCIL 20 March 2019 Dear Sir/Madam You are hereby invited to attend a meeting of the Ards and North Down Borough Council which will be held in the Council Chamber, Town Hall, The Castle, Bangor on Wednesday, 27 March 2019 commencing at 7.00pm. Yours faithfully Stephen Reid Chief Executive Ards and North Down Borough Council A G E N D A 1. Prayer 2. Apologies 3. Declarations of Interest 4. Mayor’s Business 5. Mayor and Deputy Mayor Engagements for the Month (To be tabled) 6. Minutes of Meeting of Council dated 27 February 2019 (Copy attached) 7. Minutes of Committees (Copies attached) 7.1. Planning Committee dated 5 March 2019 7.2. Environment Committee dated 6 March 2019 7.3. Regeneration and Development Committee dated 7 March 2019 ***ITEM 7.3.1 IN CONFIDENCE*** 7.3.1 Belfast Region City Deal – Updated Heads of Terms (Report to follow) 7.4. Corporate Services Committee dated 12 March 2019 7.4.1. Veterans’ Day 2019 and Proposal to Mark 75th Anniversary of the D-Day Landings (Report attached) 7.5. Community and Wellbeing Committee dated 13 February 2019 8. Request for Deputation 8.1 Congress – Irish Congress of Trade Unions Northern Ireland Committee (Correspondence attached) 9. Resolution 9.1 Newry, Mourne and Down District Council – Geographical Disposal Facility by Radioactive Waste Management (Correspondence attached) 10. Courses/Invitations etc. 10.1 The Regimental Association UDR – The Ulster Defence Regiment Day Event on Sunday 7th April, Palace Barracks, Holywood. 11. Consultation Documents 11.1 Consultation Response on Allergen Labelling (Report attached) 12.
    [Show full text]
  • Notes and Documents the Texas Frontier in 1850: Dr. Ebenezer Swift
    Notes and Documents The Texas Frontier in 1850: Dr. Ebenezer Swift and the View From Fort Martin Scott by: CALEB COKER AND JANET G. HUMPHREY The Texas Frontier in 1850 was guarded by a line of army forts ranging from Fort Worth to Fort Duncan near Eagle Pass. With the end of the Mexican War, settlers had begun pushing toward the Texas interior, and troops became available to furnish new towns some measure of protection from raiding bands of Indians. 1 Fort Martin bScott, established between the towns of Fredericksburg and Zodiac in December 1848, was one such military post. The letter reproduced here, from the fort's physician, provides a marvelous glimpse of frontier Texas in 1850. It includes candid descriptions of a farm in Austin, life at the fort, and relationships with the local Indians. Native Americans living in the vicinity of Fort Martin Scott belonged to a number of tribes. The least predictable and most feared, however, were the Comanches. White settlements disrupted their wide-ranging lifestyle and threatened the abundant supply of game. In the mid-1840s their primary tactic was to attack settlers in small raiding parties and then vanish, often taking with them horses and other livestock. These hit-and-run assaults terrorized those on the frontier for decades.2 The Society for the Protection of German Immigrants in Texas had purchased 10,000 acres of forested land just north of the Pedernales River on Barron's Creek in December 1845. By the following May, settlers began arriving from New Braunfels at the town site named Fredericksburg.
    [Show full text]
  • The Effect of Art Music on Pompeo Coppini: Greatest Sculptor of Texas Monuments*
    Sociology Study, November 2016, Vol. 6, No. 11, 706‐712 D doi: 10.17265/2159‐5526/2016.11.004 DAVID PUBLISHING The Effect of Art Music on Pompeo Coppini: Greatest Sculptor of Texas Monuments* Valentino Belfiglioa Abstract Art music has the ability to communicate, entertain, and inspire other artists. Opera is a dramatic multimedia genre which fuses solo and choral singing with instrumental accompaniment, dance, staging, costumes, scenery, and libretto. This multimedia approach can inspire painters, sculptors, poets, writers, and other musicians in their works. Italian opera greatly inspired Pompeo Coppini—the Italian sculptor. In particular, scenes and arias by Verdi and Puccini correlate with specific tasks involved in the creation of a monument. In creating the Alamo cenotaph, Coppini often played Gioacchino Rossini’s opera, “William Tell” (1829) correlating the sacrifices made by Texans for their independence at the Alamo (1836) with the sacrifices made by Swiss patriots in their independence from Austrian tyranny. This case study suggests that art music can enhance creativity and visual attention among artists of all genres. Keywords Art music, opera, sculpture, inspiration The author stood in front of a bust portraiture of Gaius sculptor, Pompeo Coppini, the greatest sculptor of Julius Caesar (100-44 B.C.) during a visit to the Texas monuments. Museo Nazionale Romano in Rome, Italy in 20011. Pompeo Coppini (1870-1957) produced art in the The sculpture is 27 inches long, 19 inches wide, and form of Roman classicism. He based his artistic 12 inches in depth. The figure of Caesar is made of designs on Roman classical models.
    [Show full text]